反思性模擬教學－銜接理論與實踐的華語師資培育策略

A Reflective-based Teaching Model-A Mandarin Teacher Training Strategy to Connect Theory and Practice

宋如瑜(Ju-Yu Sung)

《中原華語文學報》 2期 (2008/10) Pp. 179-203

https://doi.org/10.30107/CYJTCSL.200810.0011

摘要

「反思性模擬教學」是實踐取向的華語師資培育策略，此策略是以「反思型師資教育」理念為基礎，運用「模擬教學」而設計出的教學程序。目的是讓實習教師在特定的情境下，進行有計畫、有組織的教學，再透過同儕觀察、師生互動以及自我省思等步驟，讓理論知識與經驗知識重新建構，以加速專業成長。教學結束後，檢視其反思報告，得知活動中促使專業成長的因素，可分為以下數項：與情境對話、與理論對話、學生的反饋、同儕觀摩、互動討論、檢視錄影、寫反思報告。

關鍵字

師資教育 ； 反思 ； 模擬教學 ； 專業發展 ； 實習教師

並列摘要

”Reflective-based teaching model” is a practice oriented strategy for Mandarin teacher training, which provides unique teaching procedures combined the concept of ”reflective teacher education” and ”simulated teaching approach”. The purpose was to allow Mandarin student teachers to reconstruct their received knowledge and experiential knowledge, and further develop the professionalism. In authentic teaching settings, student teachers were trained by the following training procedures: systematic teaching planning, peer observations, students and teachers interactions, and self reflections. The study analyzed students' reflections and concluded the dialogue instruction on authentic situated teaching, theoretical reflections, students' reflections, peer evaluation, self teaching review, and reflection report was critical for professional development.

並列關鍵字

teacher education ； reflection ； imitation teaching ； professional development ； student teacher

參考文獻

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